What Performance Is And How It Happens
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A comprehensive presentation about what performance is, how it appears and is maintained and, most importantly, why it doesn't appear or is maintained. Enjoy!
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What Performance Is And How It Happens
- 1. We say we want PERFORMANCE!But do we really know what performance is?
- 2. Do we know why and howperformance happens?
- 3. and more importantly Do we know whyit doesnt???
- 5. First things first:Performance is when we get results Museum of Performance & Design - Mark Dziewulski Rendering
- 6. Results happen when people and technology ACT
- 7. When it comes to technology we expect it to do the tasks in a specific way (process) in a specific duration interval with a specific latency with a specific frequency
- 8. For example:We want our laptop or computer:To do the command right (no errors)To do it in a specified amount of time (if it takes to long we hate it)To have a low latency (not too much time between a click and a reaction)To do the tasks as frequently as we askRight??? Right!!!
- 9. Its the same with employeeWe need them to do the tasks:Following a process/procedure (low amount of errors)
- 10. To do it as frequently as necessary
- 11. To take a specified amount of time doing it (not shorter, not longer well maybe shorter)
- 12. To respect the deadlinesRight???Right!!!
- 13. So when performance happens?
- 14. It happens when:A person has the context and knows what is expected of themEx. knows what expectations have the juryhas a swimming pool, has a swimming partner for support,WITHOUT ANY OF THESE PERFORMANCE WOULDNT BE POSSIBLE
- 15. It happens when:A person has the context and knows what is expected of themKnows how to do the routine (knows the process has procedural knowledge)Procedure:hold hands on the side with artistic posture,hold your back strait, spread your legs,put legs on partners hands, etc.All this actions have to be performed:following some sub-actions intensitywith a specific frequencywith a specific durationwith a maximum latency (delaying doing a specific action)
- 16. It happens when:A person has the context and knows what is expected of themKnows how to do the routine (knows the process)Has competencies to do the routine. Knows how to adapt the process to context characteristics.Competency:hold hands on the side with artistic posture moving them in order to hold equilibriumhold your back strait but flexible in order to keep equilibrium.put legs on partners hands and lead the partners moves by keeping legs tight.etc.
- 17. It happens when:A person has the context and knows what is expected of themKnows how to do the routine (knows the process)Has competencies to do the routine. Knows how to adapt the process to context characteristics.Has self-efficacyBelieves that / is confident that she is able to perform/deliver performanceThis is essential in initiating any behavior or task
- 18. It happens when:A person has the context and knows what is expected of themKnows how to do the routine (knows the process)Has competencies to do the routine. Knows how to adapt the process to context characteristics.Has self-efficacyIs motivated to initiate and do the taskIs expecting that if performing she will gain positive outcomes and avoid negative outcomes
- 19. It happens when:A person has the context and knows what is expected of themKnows how to do the routine (knows the process)Has competencies to do the routine. Knows how to adapt the process to context characteristics.Has self-efficacyIs motivated to initiate and do the taskDoing the task and performing is followed by:Gaining a reward (Ex: a medal, recognition, a prize, praise, etc.)
- 20. Avoiding negative consequences (the coachs disappointment, being cast out of the team, ridicule, disappointing the team-mates, etc.)It happens when:A person has the context and knows what is expected of themKnows how to do the routine (knows the process)Has competencies to do the routine. Knows how to adapt the process to context characteristics.Has self-efficacyIs motivated to initiate and do the taskDoing the task and performing is followed by:Gaining a reward (Ex: a medal, recognition, a prize, praise, etc.)
- 21. Avoiding negative consequences (the coachs disappointment, poor self image, being cast out of the team, ridicule, disappointing the team-mates, etc.)ANDThe failure being followed by the negative consequences
- 22. Winning the contestPutting it in a schema based on the ABC Behavioral Model: Necessary premises/antecedents(without them its impossible to do the routine)Necessary consequences needed for maintaining doing the routineDoing the routineProcedure/processPositive reinforcementContextNegative reinforcementProcedural KnowledgeFrequencyLatencyDurationIntensityCompetenciesNegative consequences for failureSelf-efficacyCriteria based on which performance is assessed Motivation
- 23. Now lets see why performance doesnt appear:
- 24. It is impossible for performance to appear if any of the following is absentIf any one of these is missing performance WILL NOT APPEARA person has the context and knows what is expected of themKnows how to do the routine (knows the process)Has competencies to do the routine. Knows how to adapt the process to context characteristics.Has self-efficacyIs motivated to initiate and do the taskClearly the boys have self-efficacy
- 25. But off course we dont want performance to appear just once. We want performance to be maintained! That is doing the task/behavior:Every time it is needed (frequency)
- 26. Taking as much time as required (duration)
- 27. Within a maximum delay (latency)
- 28. Following the necessary actions from the process/procedure (intensity)If we want to maintain performance we need to provide the consequences for it consistently!Doing the task and performing is followed by:Gaining a reward (Ex: a medal, recognition, a prize, praise, etc.)
- 29. Avoiding negative consequences (the coachs disappointment, poor self image, being cast out of the team, ridicule, disappointing the team-mates, etc.)ANDThe failure being followed by the negative consequences (the coachs disappointment, poor self image, being cast out of the team, ridicule, disappointing the team-mates, etc.)Ensuring this consequences we ca be sure thatPerformance is maintained!
- 30. The coach!What does he do?
- 31. He provides contextHe lets swimmers know what is expected of themHe tells swimmers how to do the routineHe demonstrates the routineHe helps them exercise the routine in a safe environmentHe observes and provides feedback when swimmers performHe tells how routine should be adapted according to context characteristicsHe provides positive feedback to ensure stability of performanceHe provides negative feedback to ensure procedure accuracyHe provides positive feedback to ensure self-efficacyHe provides positive consequences (acceptance in the team, acceptance in competing, praise, recognition, etc.) to maintain performance and obtain motivationHe tells the swimmers about the negative consequences for non performing (if you fail you will stay on the bench for the next competition) to maintain performance and obtain motivationHe provides negative consequences in case of failure (grounding, showing disappointment, denying participation in contest, etc.) to maintain performance and obtain motivation
- 32. Sounds familiar?
- 33. This is whatHRsHCsManagersTeam Leaders And OrganizationsDo/Should Do to obtain performance
- 34. He provides context Work environment and resourcesHe lets swimmers know what is expected of them JD and performance criteriaHe tells swimmers how to do the routineHe demonstrates the routineHe helps them exercise the routine in a safe environmentHe observes and provides feedback when swimmers performHe tells how routine should be adapted according to context characteristicsHe provides positive feedback to ensure stability of performanceHe provides negative feedback to ensure procedure accuracyHe provides positive feedback to ensure self-efficacyHe provides positive consequences (acceptance in the team, acceptance in competing, praise, recognition, etc.) to maintain performance and obtain motivationHe tells the swimmers about the negative consequences for non performing (if you fail you will stay on the bench for the next competition) to maintain performance and obtain motivationHe provides negative consequences in case of failure (grounding, showing disappointment, denying participation in contest, etc.) to maintain performance and obtain motivationKnowledge trainingTraining and TransferCompetency retention and performance management
- 35. We say we want PERFORMANCE!And now we know what it is & how to make it happen!